On Metacognitive Strategy Use in EFL Reading Comprehension Test Performance

论文摘要

Reading has been acknowledged as the most effective way to learn English as a foreign language （EFL）, and of supreme importance to EFL learners. Reading comprehension ability becomes one keen aspect to value language ability. As one component of the model of language ability, along with language knowledge, metacognitive strategies emerge actively in language tests and non-test language use.This thesis focuses on the role of metacognitive strategies in EFL reading comprehension test performance, briefly viewing it from a reading comprehension test （RCT） and a metacognitive strategy questionnaire （MSQ）, which are conducted by an experimental study synchronously. In order to survey the awareness and familiarity of EFL tertiary learner on utilizing metacognitive strategies in reading comprehension, thus a real-name questionnaire is carried out following the test. By clustering testees into four levels according to their answers to the questionnaire about how they utilize metacognitive strategies, the tester analyzes testees’ scores of the RCT and tries to find whether there exists interactive relationship between metacognitive strategy use and test performance. After comparing testees’ three-band of language proficiency labeled by their scores of Graduate Admission Test of English with their metacognitive strategy level, the tester finds that metacognitive strategy does not closely correlate with language proficiency.

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• CHAPTER ONE INTRODUCTION
• 1.1 Background of the Studies
• 1.2 Layout of the Thesis
• CHAPTER TWO THEORIES ON READING PROCESS
• 2.1 Views on Reading for Meaning and Reading Process
• 2.2 Models of Reading Process
• 2.2.1 A Brief History of Models of reading process
• 2.2.2 Current Models of Reading Process
• 2.2.2.1 Bottom-up Model and Top-down Model
• 2.2.2.2 Interactive Model
• 2.3 Affecting Variables Involved in Reading Process
• 2.3.1 Reader Variables
• 2.3.2 Text Variables
• CHAPTER THREE LANGUAGE ABILITY AND READING STRATEGY
• 3.1 Describing Language Ability
• 3.1.1 The Relationship between Language Use and Language Ability
• 3.1.2 Defining Language Ability
• 3.2 The Involvement of Strategies in Reading
• 3.2.1 The Term of Strategies
• 3.2.2 Defining Reading Strategies
• 3.2.3 Researches on EFL Reading Strategies
• 3.3 METACOGNrnvE Strategy in EFL Reading
• 3.3.1 Describing Metacognitive Strategies
• 3.3.1.1 Categories of Metacognitive Strategies
• 3.3.1.2 Relevant Definitions
• 3.3.1.3 Bachman and Palmer's Definition
• 3.3.2 Researches on Metacognitive Strategy in EFL Reading
• CHAPTER FOUR TESTING READING COMPREHENSION
• 4.1 Factors that Influence EFL Test Performance
• 4.1.1 Four Main Affecting Factors
• 4.1.1.1 Communicative Language Ability
• 4.1.1.2 The Personal Characteristics of Test-takers
• 4.1.1.3 Test Method Factors
• 4.1.1.4 Random Factors
• 4.1.2 Strategy Competence as One Factor
• 4.2 Reading Test Format and Item Design
• 4.2.1 Multiple-Choice Question
• 4.2.2 Short Answer Question
• 4.2.3 True-or-False Question
• CHAPTER FIVE AN EXPERIMENTAL TEST AND QUESTIONNAIRE STUDIES
• 5.1 Research Purposes and Questions
• 5.2 Method and Design
• 5.2.1 Subjects
• 5.2.2 Materials
• 5.2.2.1 Reading Comprehension Test
• 5.2.2.2 Metacognitive Strategy Questionnaire
• 5.2.3 Procedures
• 5.2.4 Data Collecting and Scoring
• 5.3 Data Analyses of Reading Comprehension Test
• 5.3.1 Distribution and Reliability
• 5.3.2 Item Analyses and Method Effects
• 5.4 Interpretations of Metacognitive Strategy Questionnaire
• 5.4.1 Results of Goal Setting Section
• 5.4.2 Results of Assessment Section
• 5.4.2.1 Assessing Situation
• 5.4.2.2 Assessing Knowledge
• 5.4.2.3 Evaluating Response
• 5.4.3 Results of Planning Section
• 5.4.3.1 Formulating Plan
• 5.4.3.2 Implementing Plan
• 5.5 Discussion
• 5.5.1 Cluster of Metacognitive Strategies
• 5.5.2 Significance of Metacognitive Strategy in Reading Comprehension Test
• 5.5.3 Relationship of Metacognitive Strategy with Language Proficiency Groups
• CHAPTER SIX CONCLUSIONS
• 6.1 Summary of the Studies
• 6.2 Research Implications
• 6.3 Suggestions for Further Practice and Study
• APPENDIXES
• Appendix 1: Reading Comprehension Test
• Appendix 2: Metacognitive Strategy Questionnaire
• Appendix 3: Scoring Criteria and Instances of Response of Reading Comprehension Test
• Appendix 4: Subjects' Test Performance Data
• Appendix 5: Subjects' Questionnaire Data
• BIBLIOGRAPHY